LANAO SCHOOL OF SCIENCE AND TEACHNOLOGY

ABAGA, LALA, LANAO DEL NORTE

COLLEGE OF EDUCATION

THE EFFECTS OF READING STRATEGIES IN

COMPREHENSION OF GRADE FOUR PUPILS AT LANIPAO
CENTRAL SCHOOL,
SCHOOL YEAR 2023-2024

Classroom Based Action Research

(CBAR)
Conducted By:

VANESSA L. NAPONE

DIOSDADO A. RAMIL
Instructor

LYDIA D. LINGGOLINGGO
Instructor

May 2024

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 TABLE OF CONTENTS

Biographical Sketches 3

Acknowledgement 4

I. Abstract 5

II. Introduction 7-8

III. Research Problem 8

IV. Objectives of the Study 9

V. Scope and Delimitation 10

VI. Review Related Literature. 10 - 13

VII. Methodology 13 - 16

VIII. Findings 16 - 21

IX. Solution 21 - 30

X. Plan of Actions 30

XI. Summary 31

XII. Conclusion 31

XIII. Recommendations 32

XIV. References 33 - 34

XV. Appendix A Questionnaire 35 - 40

XVI. Appendix B Letter to the Principal 41

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 BIOGRAPHICAL SKETCHES

I am Nestle Ann B. Arca from Tacub, Kauswagan Lanao del Norte, born on

July 1 2001 P-2 Tacub Kauswagan Lanao del Norte, I am the daughter of Antonia Arca and

Nelson Arca Sr. I graduated my elementary education at Tacub Elementary School and

finished my secondary education at Iligan City National High School on March 2019-2020. I

am currently enrolled in Lanao School of Science and Technology, Incorporated and taking

up my college education with the degree of Bachelor of Elementary Education

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 ACKNOWLEDGEMENT

I wish to convey my heartfelt gratitude to the people who have been so helpful and

very supportive to me in the success of my classroom action based research (CBAR)

entitled The Effects of Reading Strategies in Comprehension of Grade Four Pupils at

Lanipao Central School.

To our beloved DEAN of the College of Education,Ma’am Lydia Linggolinggo Ed d, and to

the department coordinator Sir Diosdado RAMIL PBET, thank you for supporting me and

encouraging me to finish this classroom based research entitled The Effects of Reading

Strategies in Comprehension of Grade Four Pupils at Lanipao Central School. And other

faculty members in the Education department, thank you very much.

To my very supportive parents Mr. Nelson M. Arca Sr. and Mrs. Antonia Arca thank

you for your unconditional support with my studies. I am honored to have you as my

parents. Thank you for giving me a chance to prove and improve myself through all my

walks of life. Thank you for believing in me for allowing me to further my studies hoping that

with this On-the-Job Training I have proven to you that there is no mountain higher as long

as God is on our side.

And above all to our Almighty God, for all the blessings, guidance and love that has

given me inspiration and motivation with great gratitude.

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 I. ABSTRACT

Many students have difficulty comprehending what they read. All schools need to

have some sort of remedial reading program provided to help struggling students. Low

reading skills affect both reading fluency and comprehension for elementary school

students. Reading skills are foundational building blocks at this age and the earlier

students with low reading skills receive interventions, the greater the interventions will

impact the students’ reading careers (Hausheer, Hansen, &Doumas, 2011). Knowing how

to read words has ultimately little value if the student is unable to construct meaning from

the text (Klinger, Vaughn, & Boardman, 2007). If schools are able to provide what the

students need, there will be more success for everyone involved.

This action research investigated eighty five pupils of the two classes of grade four.

They have undergone reading assessment test to know their level of reading performance.

This action research discusses the causes and reasons of reading difficulties of non-

readers and frustration level readers. It also presents multiple strategies that have proved

to be successful in a third grade classroom, as well as strategies used and found to be

successful by other teachers and researchers. As new best practices in reading instruction

are developed and researched, teaching strategies need to evolve as well.

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 II. INTRODUCTION

Proficient reading and writing skills are critical to success. If students are not

competent readers, they are at risk for academic, behavioural, social and emotional

difficulties. Students with reading disabilities have the potential to be unsuccessful

academically and socially. (Macinnis, 2004). Children with reading difficulties

throughout school and into adulthood, said how embarrassing and devastating it was

to read with difficulty in front of peers and teachers, and to demonstrate this

weakness on a daily basis. It is clear that this type of failure affects children

negatively earlier than we thought. By the end of first grade, children having

difficulty learning to read begin to feel less positive about their abilities than when

they started school (Reid Lyon, 2003).

Researchers have made considerable progress in understanding all types of

reading disabilities (Fletcher, et.al. 2007). For purposes of research, "reading

impaired" children may be all those who score below the 30th percentile in basic

reading skill. Among all of those poor readers, about 70-80 percent have trouble with

accurate and fluent word recognition that originates with weaknesses in phonological

processing, often in combination with fluency and comprehension problems. These

students have obvious trouble learning sound-symbol correspondence, sounding out

words, and spelling. The term dyslexic is most often applied to this group. Another

10-15 percent of poor readers appear to be accurate but too slow in word

recognition and text reading. They have specific weaknesses with speed of word

recognition and automatic recall of word spellings, although they do relatively well on

tests of phoneme awareness and other phonological skills. They have trouble

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 developing automatic recognition of words by sight and tend to spell phonetically but

not accurately. This subgroup is thought to have relative strengths in phonological

processing, but the nature of their relative weakness is still debated by reading

scientists (Fletcher 2007; Katzir, 2006; Wolf & Bowers, 2009). Some argue that the

problem is primarily one of timing or processing speed, and others propose that

there is a specific deficit within the orthographic processor that affects the storage

and recall of exact letter sequences. This processing speed/orthographic subgroup

generally has milder difficulties with reading than students with phonological

processing deficits.

Reading had been a long-lasting and widespread problem among pupils in

the primary level. One of the challenges facing teachers is how to motivate the

pupils to read. The implementation of the K to 12 curriculum also swell with the

problem in reading of grade one pupils. During the first year of its implementation,

grade one pupils who cannot read can be promoted to the second grade. The

second grade teachers experience difficulty in teaching due to poor reading ability of

the pupils. This year the product of such curriculum were in grade three who will also

take the National Achievement Exam. The question is with the poor reading ability of

the pupil, will they pass the NAT exam.

Most pupils in grade four experience difficulty in learning how to read. They

have difficulty in learning phonetics, syllables and words. Some of them are scared

to attend classes when reading lessons started. Due to this situation, some of them

drop out from school and do not continue until the next school year begins.

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 The Department of Education from the national level down to the school level

launched different programs to solve the problem in reading. One of such is the

Project READ (Reading Empowerment for Academic Development) of the Division

of Lanao del Norte and Project Reach for the STAR (Strive toward Achievement in

Reading) of the District of Lala on the same Division. Project READ is a five-year

program aimed to reduce the frustration readers by 20% every school year starting

S.Y. 2020-2021 to 2022-2023 (D.O. No. 16, S. 2014). Project Reach for the STAR is

designed to address the problem of non-readers and readers under frustration level

in the whole district. It aims to improve reading fluency, reading skills and

comprehension skills of the pupils both in English and Filipino. Currently, it has been

implementing and all hoped that the objectives will be achieved after its

implementation and will solve the problems in reading.

The aforementioned situations above triggered the researcher to conduct an

action research on the reading difficulties of grade four pupils in Lanipao Central

School.

III. RESEARCH PROBLEM

This study aims to make an action plan for the poor reading difficulties of

grade four pupils in Lanipao Central School.

Specifically, it seeks to answer the following questions:

1. What is the level of reading comprehension of grade four pupils?

2. Why pupils in grade four were at the non-reader and frustration level?

3. How pupils in grade four will be helped by the teacher to address difficulty in learning

to read?

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 4. How pupils in grade four improve their reading comprehension?

IV. OBJECTIVES OF THE STUDY

This action research will be beneficial first and foremost to the eighty five grade

four pupils for they will learn how to address their difficulty in reading and will help them

develop their reading comprehension. As the respondents of this action research, they

will be elevated from the non-reader and frustration level to at least instructional level.

As the pupils improve their reading comprehension they will also easily learn lessons

under the curriculum and will definitely improve their academic performance.

The teachers will also be benefited from this action research for they will learn

how to address the difficulty of grade four pupils to learn how to read. They will also

learn the strategies on how reading comprehension of pupils will be improved. As the

pupils’ reading performance elevated from non-reader and frustration level to

instructional and independent level, the teacher will also improve his/her performance

on her Performance Appraisal System for Teachers (PAST) and in the Individual

Performance Commitment and Review Form (IPCRF) under the Result-Based

Performance Management System (RPMS).

The school will also be aided from this action research because the pupils’

performance and teachers’ performance reflects the school performance. When pupils

improve their academic performance it will reflect on their performance on the National

Achievement Test (NAT) as one of the criteria in the Performance Based Bonus (PBB).

Dropout rates will be lessen when pupils’ performance in reading and in all subjects is in

average to proficient level.

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 V. SCOPE AND DELIMITATION

This action research was conducted at Lanipao Central School. The respondents

of this action research were the pupils from two sections of grade four of the school

during this school year 2023-2024.

This action research will be limited to grade four pupils only and is not conducted

to other pupils of the school.

VI. REVIEW RELATED LITERATURE

This chapter presents reviews of some of the relevant existing literature and studies on

reading comprehension which provide sufficient background to this research. Here, It

Introduces the concept of reading comprehension and description of various learning

strategies and learning styles along with their implications for improving reading

comprehension.

Foreign Literature

Reading comprehension plays a vital role in the process of learning Thus, learners

who read without comprehending what they read have fewer chances of succeeding

academically than learners who read with comprehension.

Reading has been valued in studying from the earliest writings and subsequent

documents, progress throughout the ages down to the complex uncertain present-how the

backward races are suffering many deficiencies and enduring much hardship which literate

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people have eliminated. Similarly Illiterate Individuals are handicapped because they

cannot read adequately the materials which would refine their lives and improve their work.

Cassareo (2006) reading is an interesting past time or hobby for those who like it, it

broadens one’s knowledge, Letters in the books talk to the reader Reading teaches a child

many things, it may be good or it may be bad, it should be guided learning. Furthermore, in

the schools, reading as a subject should be given emphasis for it is the springboard in

learning other areas reading is open to a lot words for learners. Early childhood cognitive

development will not develop building blocks of language for learners, unless parents know

the importance of good reading. Learners, whose parents are not aware that reading plays

a role In the child’s development, are not disposed to learn reading. Their opportunities in

learning are limited. Reading to every citizen is a new civil right. A child should be ready to

get a clear understanding of what he sees and reads in order to provide him a good early

experience. Every fanguage and early pre-learning reading activities contribute to the

development of feeling of a child. Absence of this development will stifle learning and

Understanding sounds, letter, and language, Language in Reading is the building block of

speech.

For learners learning to read is a challenge to parents and educators Parents should

give ample time to teach their children in reading no matter how busy they are. Parents

should develop good relationship at their early stage of learning. Education begins before

birth. Thus, the most important word that should be learned and practiced by a learner is

credibility. According to the First Lady of US President Bush, which was a teacher herself,

high quality teachers are needed in the classroom to guide and teach students to learn.

One Important aim of reading is to learn to choose, analyse, and read good materials.

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There are teachers who change a student’s life negatively or positively. Subsequently,

teachers should teach a child to be a worthy citizen in thought, in word and Indeed. To

make teaching reading more effective, it should be integrated with subjects like art and

music education, character education, non-formal education and all other subjects’ areas in

the school curriculum.

In short, reading is the right key to spiritual, social, intellectual, esthetical, mental,

moral, and academic success. It is also one of simple way for an individual to become a

worthy, responsible and deed. Teacher should be creative in integrating reading into more

interesting ways that can motivate students to read a lot.

According to Clarke el, al (2014), reading comprehension is a vital ability for all

students because it involves the process of simultaneously obtaining and generating

meaning from written language through engagement and Involvement. Understanding the

meaning of words, analysing the author’s point of view, aiming for writing, and acquiring

new vocabulary are all critical reading abilities that aid in reading comprehension. On the

other hand, according to Gough & Tunmer (1988) as cited by Chen et al. (2020), reading

comprehension is a multifaceted process that requires the integration and coordination of a

variety of abilities, including word decoding the capacity to decipher or recognize written

words, and speech or listening comprehension, the ability to comprehend what is decoded

in spoken form

Reading is a critical ability for students to develop early in their schooling since it

serves as the basis for learning in all academic disciplines throughout their education (Sioat

et 2013 as cited by Almutairi, 2018). In addition, developing reading abilities before

students enter third grade is crucial, as students begin to read in order to obtain Information

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and learn from academic content after third grade. Additionally, students who do not master

reading abilities by the end of third grade have low desire for learning, behavioural

difficulties, and academic success, and are at danger of failing to graduate from high

school. However, students who grasp reading by the third or fourth grade have a better

chance of academic success. (Foorman et. Al., 2003 as cited by Almutairi, 2015)

More significantly, according to FietcherJanzen et al (2013) as cited by Almutairi

(2018), students must be able to comprehend what they are reading while. Participating in

reading activities. Reading comprehension is a critical component of reading that must be

mastered. It demands students to progress beyond decoding specific words and phrases to

developing a thorough knowledge of the material as a whole Comprehension is a

complicated process that needs a collaborative effort between students prior knowledge of

the context, the goal of the reading material, and the degree of vocabulary and language

used by the writers to convey meaning in a book. The procedure is complicated due to the

fact that it demands students to participate in a variety of cognitive tasks, processes, and

abilities. These abilities include decoding words effectively, comprehending language

grammar, drawing conclusions, utilizing prior knowledge, and regulating working memory

appropriately. Even a brief passage of content requires the reader to use strategic

judgment in determining when and now to employ each of these abilities.

VII. METHODOLOGY

Research Design

This action research used the descriptive correlational method of research.

Descriptive research involves description, recoding, analysis and interpretation of

conditions that currently exist. The main aims are to describe the nature of a condition as it

exists at the time of the study and to explore the causes of the particular situation.

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 This action research utilized triangulation method as a data gathering procedure

through survey questionnaire, observation, interview and field notes.

Respondents of the Study

This study involved eighty five (85) grade four pupils of Lanipao Central School. The

respondent’s attended grade three class during the previous school year and had

undergone the Early Childhood Education Curriculum Program (ECECP).

The distribution of the grade four pupils which was composed of the respondents of

this study was shown in the table.

Table A. Distribution of the Respondents in Grade Four

SECTION/CLASS Pupil
Respondents

Grade four - Gold 42

Grade four- Silver 43

TOTAL 85

Research Locale

This study will be conducted in Lanipao Central School. The school is on the District

of Lala, Division of Lanao del Norte, and Region X. It is located at Lanipao, Lala, Lanao Del

Norte.

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 Lanipao Central School is headed by one Elementary Grade Principal III and is

composed of one Elementary Grade Master Teacher I, five Elementary Grade Teacher III,

three Elementary Grade Teacher II, six Elementary Grade Teacher, and two Kindergarten

Volunteer Teacher, sixteen (17) in all. The pupil population is one thousand ninety-four

(1,094) during the current school year. Each of the grade levels starting from kindergarten

to grade six had two sections except grade two which has three sections.

Research Instrument

A self-prepared questionnaire with four major parts will serve as the data gathering

instrument in this action research.

Part I will deal with the profile of the respondents. Part II will deal on items that will

measure the level of reading performance of the respondents. Part III will deal with the

difficulties the pupil respondents have in learning how to read. Part IV will deal on items

that exhibits the reasons why the pupil respondents were on non-reader and frustration

level.

Data Gathering Procedure

A letter of request was secured for from the School Principal with the endorsement

of the Master Teacher. Upon its approval, proper coordination with the class advisers and

parents of the pupil respondents was done by the researcher.

The researcher personally administered the questionnaire to ensure that all items

will be answered and 100% percent retrieval will be attained. The interview, observation

and field notes was also personally done by the researcher.

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Statistical Treatment of the Data

Descriptive statistics such as mean and rank will be used in the study in treating the data

gathered.

The formula that will be used were the following:

 Mean

Formula: X=∑ X

Where: X = mean

∑X = total score

n = number of respondents

VIII. FINDINGS
1. Profile of the Pupil Respondents

Graph 1.1: Profile of the Respondents in Terms of Gender

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 Percentage
55
53
51
49
47
45
43
41

Reading Difficulty in Terms of Phonological and Phonemic Awareness as Pupil’s

Perspective

Respondents have difficulty in reading and learning how to read in terms of

Phonological and Phonemic Awareness. Their own perspective was supported by

teacher’s perspective. This implies that the respondents have difficulty in rhyming

words, recognizing and producing sounds and syllabication.

a. Reading Difficulty in Terms of Phonological and Phonemic Awareness as

Pupil’s Perspective

Word decoding and phonics was one of the reasons for reading difficulty

experience by the respondents based on the pupil’s perspective and teacher’s

perspective. This implies that the respondents have difficulty in applying his/her

knowledge of letter-sound relationships, including knowledge of letter patterns, to

correctly pronounce written words. This also mean that the respondents have difficulty

in letter-sound relationships, and how to sound out words.

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 b. Reading Difficulty in Terms of Vocabulary

Reading difficulty in terms of vocabulary is one of the reasons for reading

difficulty experience by the respondents which from the pupil’s perspective. This result

was supported by the teacher’s perspective. This denotes that the respondents have

difficulty in understanding words to communicate effectively. This implies that the pupils

had a hard time to find the words that they need to know to understand what they read.

This also implies that a reader cannot understand a text without knowing what most of

the words mean.

c. Reading Difficulty in Terms of Fluency

Literacy is one of the reading difficulties that the respondents experience in

learning how to read. The pupil’s perspective also relates with that of the teacher’s

perspective. This implies that pupil respondents have difficulty to read with speed,

accuracy, and proper expression. They were not confident in reading aloud or silently

do not read smoothly and has no proper expression.

d. Reading Difficulty in Terms of Comprehension

Comprehension is one of the major reasons for reading difficulties the

respondents experience in learning how to read. This result from the pupil’s perspective

was supported by the teacher’s perspective. This implies that pupil respondents have

difficulty in understanding and interpretation of what is read. They find it hard to decode

what they read, had a hard time to make connections between what they read and what

they already know, and have difficulty to think deeply about what they have read. This

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 also mean that they do not have a sufficient vocabulary, or their knowing of the

meanings of words is not enough.

e. Other Sources of Reading Disability

Other sources of reading disability particularly auditory processing, memory and

attention were some of the problems why respondents have a hard time to learn how to

read based on the pupil’s perspective. The same is true with that of the teacher’s

perspective. Problems related to auditory processing implies that there is something in

pupil respondents that is affecting the processing or interpretation of the information a

child hears. They often find it difficult to pay attention, listen to, and remember

information presented orally. They may need more time to process information. This

also mean that they often do not recognize subtle differences between sounds in words,

even though the sounds themselves are loud and clear.

Reading difficulty related to memory implies that pupil respondents find it hard to

place information into their memories and retrieve it when needed. Difficulty related to

attention implies that the respondents is often failing to give close attention to details,

often does not seem to listen when spoken to directly, often has difficulty organizing

tasks and activities, and is often easily distracted by extraneous stimuli.

Table 1 Reason for Reading Difficulty in Terms of Comprehension Pupil’s Perspective

Reading Difficulty Frequency Percentage

Pupil’s Perspective

IX. Comprehension 62 98.41%

1. It takes me so long to read something. It's hard to follow 61 96.83%

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 along with everything going on.

2. I didn't really get what that book was about. 63 100%

3. Why did that character do that? I just don't get it! 63 100%

4. I'm not sure what the most important parts of the book 61 96.83%

were.

5. I couldn't really create an image in my head of what was 62 98.41%

going on.

Table 2 Reason for Reading Difficulty in Terms of Comprehension Teacher’s

Perspective

Reading Difficulty Frequency Percentage

Teacher’s Perspective

IV. Comprehension 61 96.83%

1. She's not able to summarize a passage or a book. 61 96.83%

2. He might be able to tell you what happened in a 63 100%

story, but can't explain why events went the way they

did.

3. She can't explain what a character's thoughts or 63 100%

feelings might have been.

4. He doesn't link events in a book to similar events 61 96.83%

from another book or from real life.

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 5. He doesn't link events in a book to similar events 61 96.83%

from another book or from real life.

6. He seems to focus on the "wrong" aspect of a 61 96.83%

passage; for example, he concentrates so much on

the details that the main idea is lost.

7. She can tell the outcome of a story, but cannot 63 100%

explain why things turned out that way.

8. He does not go behind what is presented in a book to 63 100%

think about what might happen next or why

characters took the action they did.

9. She brings up irrelevant information when trying to 61 96.83%

relate a passage to something in her own life.

10. He seems to have a weak vocabulary. 61 96.83%

11. She cannot tell the clear, logical sequence of events 61 96.83%

in a story.

12. He does not pick out the key facts from informational 61 96.83%

text.

13. He cannot give you a "picture" of what's going on in a 61 96.83%

written passage; for example, what the characters

look like or details of where the story takes place.

X. SOLUTIONS

The following are the solutions to reading difficulties that the pupil respondents

experience in reading.

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 1. Phonological and Phonemic Awareness

With the help of parents and teachers, kids can learn strategies to cope with

phonological and/or phonemic awareness problems that affect his or her reading. Below

are some tips and specific things to do.

1.1 What pupils can do to help themselves?

 Be willing to play word and sounds games with parents or teachers.

 Be patient with learning new information related to words and sounds. Giving the

ears a workout is difficult!

 Practice hearing the individual sounds in words. It may help to use a plastic chip as

a counter for each sound you hear in a word.

1.2 What parents can do to help at home

 Do activities to help your child build sound skills (make sure they are short and fun;

avoid allowing your child to get frustrated

 Read books with rhymes. Teach your child rhymes, short poems, and songs.

 Practice the alphabet by pointing out letters wherever you see them and by reading

alphabet books.

1.3 What teachers can do to help at school?

 Make sure the school's reading program and other materials include skill-building in

phonemes, especially in kindergarten and first grade (these skills do not come

naturally, but must be taught).

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  Identify the precise phoneme awareness task on which you wish to focus and select

developmentally appropriate activities for engaging children in the task. Activities

should be fun and exciting – play with sounds, don't drill them.

 Make sure your school's reading program and other materials include systematic

instruction in phonics.

2. Word Decoding and Phonics

With the help of parents and teachers, kids can learn strategies to overcome word

decoding and phonics problems that affect their reading. Below are some tips and specific

things to do.

2.1 What pupils can do to help themselves

 Play with magnetic letters. See how quickly you can put them in alphabetical order

while singing the alphabet song.

 Look at written materials around your house and at road signs to see if you can spot

familiar words and letter patterns.

 When you're trying to sound out a word, pay close attention to the print. Try to look

at all the letters in the word, not just the first one or two.

2.2 What parents can do to help at home

 For a younger reader, help your child learn the letters and sounds of the alphabet.

Occasionally point to letters and ask your child to name them.

 Encourage your child to write and spell notes, e-mails, and letters using what he

knows about sounds and letters.

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  Talk with your child about the "irregular" words that she'll often see in what she's

reading. These are the words that don't follow the usual letter-sound rules. These

words include said, are, and was. Students must learn to recognize them "at sight."

2.3 What teachers can do to help at school?

 Teach phonics in a systematic and explicit way. If your curriculum materials are not

systematic and explicit, talk with your principal or reading specialist.

 Be sure to begin the systematic and explicit phonics instruction early; first grade

would be best.

 Help students understand the purpose of phonics by engaging them in reading and

writing activities that requires them to apply the phonics information you've taught

them.

3. Vocabulary

With the help of parents and teachers, kids can overcome vocabulary limitations

that affect their reading. Below are some tips and specific things to do.

3.1 What pupils can do to help themselves?

 Find books to read on your own. The more you read, the newer words you'll see,

and the more you'll learn about the words.

 Look ahead in textbooks to learn new vocabulary and concepts before your teacher

goes over the section in class.

 Keep a list of key vocabulary and transition words.

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 3.2 What parents can do to help at home

 Engage your child in conversations every day. If possible, include new and

interesting words in your conversation.

 Read to your child each day. When the book contains a new or interesting word,

pause and define the word for your child. After you're done reading, engage your

child in a conversation about the book.

 Help build word knowledge by classifying and grouping objects or pictures while

naming them. Encourage your child to read on his own. The more children read, the

more words they encounter and learn.

3.3 What teachers can do to help at school?

 Help build language skills in class by playing oral and written word exercises and

games.

 Teach students about the important, useful, and difficult vocabulary words before

students read the text. This will help them remember the words and improve

comprehension.

 Offer students many opportunities to encounter target vocabulary words beyond the

context in which they are taught.

4. Fluency

With the help of parents and teachers, kids can learn strategies to cope with

fluency issues that affect his or her reading. Below are some tips and specific things

to do.

4.1 What pupils can do to help themselves?

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  Track the words with your finger as a parent or teacher reads a passage aloud. Then

you read it.

 Have a parent or teacher read aloud to you. Then, match your voice to theirs.

 Read your favorite books and poems over and over again. Practice getting smoother

and reading with expression.

4.2 What parents can do to help at home

 Support and encourage your child. Realize that he or she is likely frustrated by

reading.

 Check with your child's teachers to find out their assessment of your child's word

decoding skills.

 If your child can decode words well, help him or her build speed and accuracy by:

o Reading aloud and having your child match his voice to yours

 Read aloud to your child to provide an example of how fluent reading sounds. Give

your child books with predictable vocabulary and clear rhythmic patterns so the child

can "hear" the sound of fluent reading as he or she reads the book aloud.

4.3 What teachers can do to help at school?

 Assess the student to make sure that word decoding or word recognition is not the

source of the difficulty (if decoding is the source of the problem, decoding will need

to be addressed in addition to reading speed and phrasing).

 Give the student independent level texts that he or she can practice again and

again. Time the student and calculate words-correct-per-minute regularly. The

student can chart his or her own improvement.

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  Ask the student to match his or her voice to yours when reading aloud or to a tape

recorded reading.

 Read a short passage and then have the student immediately read it back to you.

Have the student practice reading a passage with a certain emotion, such as

sadness or excitement, to emphasize expression and intonation.

5. Comprehension

With the help of parents and teachers, kids can learn strategies to cope with

comprehension problems that affect his or her reading. Below are some tips and

specific things to do.

5.1 What pupils can do to help themselves?

 Use outlines, maps, and notes when you read.

 Make flash cards of key terms you might want to remember.

 Read stories or passages in short sections and make sure you know what happened

before you continue reading.

 Ask yourself, "Does this make sense?" If it doesn't, reread the part that didn't make

sense.

 Read with a buddy. Stop every page or so and take turns summarizing what you've

read.

5.2 What parents can do to help at home

 Hold a conversation and discuss what your child has read. Ask your child probing

questions about the book and connect the events to his or her own life. For example,

27
 say "I wonder why that girl did that?" or "How do you think he felt? Why?" and "So,

what lesson can we learn here?"

 Help your child make connections between what he or she reads and similar

experiences he has felt, saw in a movie, or read in another book.

 Help your child monitor his or her understanding. Teach her to continually ask

herself whether she understands what she's reading.

 Help your child go back to the text to support his or her answers.

 Discuss the meanings of unknown words, both those he reads and those he hears.

5.3 What teachers can do to help at school?

 As students read, ask them open-ended questions such as "Why did things happen

that way?" or "What is the author trying to do here?" and "Why is this somewhat

confusing?"

 Teach students the structure of different types of reading material. For instance,

narrative texts usually have a problem, a high point of action, and a resolution to the

problem. Informational texts may describe, compare and contrast, or present a

sequence of events.

 Teach note-taking skills and summarizing strategies.

 Use graphic organizers that help students break information down and keep track of

what they read. Teach children how to make predictions and how to summarize.

Other Sources of Reading Difficulty

In terms of auditory processing it is best to ask the parents of the child to consult

for a doctor to check and give commendations for the situation of auditory illness of the

child.

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 Effective and efficient memory is critical for reading and school success. The

following ten general strategies are offered to help students develop a more efficient

and effective memory.

1. Teach students to over-learn material

Students should be taught the necessity of "over-learning" new information.

Often they practice only until they are able to perform one error-free repetition of the

material. However, several error-free repetitions are needed to solidify the information.

2. Teach students to use visual images and other memory strategies

Another memory strategy that makes use of a cue is one called word

substitution. The substitute word system can be used for information that is hard to

visualize, for example, for the word occipital or parietal. These words can be converted

into words that sound familiar that can be visualized. The word occipital can be

converted to exhibit hall (because it sounds like exhibit hall). The student can then make

a visual image of walking into an art museum and seeing a big painting of a brain with

big bulging eyes (occipital is the region of the brain that controls vision). With this

system, the vocabulary word the student is trying to remember actually becomes the

cue for the visual image that then cues the definition of the word.

3. Give teacher-prepared handouts prior to class lectures

Class lectures and series of oral directions should be reinforced by teacher-

prepared handouts. The handouts for class lectures could consist of a brief outline or a

partially completed graphic organizer that the student would complete during the

lecture. Having this information both enables students to identify the salient information

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 that is given during the lectures and to correctly organize the information in their notes.

Both of these activities enhance memory of the information as well. The use of Post-Its

to jot information down on is helpful for remembering directions.

4. Teach students to be active readers

To enhance short-term memory registration and/or working memory when

reading, students should underline, highlight, or jot key words down in the margin when

reading chapters. They can then go back and read what is underlined, highlighted, or

written in the margins. To consolidate this information in long-term memory, they can

make outlines or use graphic organizers. Research has shown that the use of graphic

organizers increases academic achievement for all students.

6. Other Strategies to Solve Reading Difficulties

Reading Intervention Models

The reading intervention models is an intervention program by the Department of

Education Division of Lanao del Norte District of Lala on its program Project Reach for

the STAR (Strive Toward Achievement in Reading) to improve the reading level of

pupils from non-reader and frustration to instructional and independent level. This

models are designed to address the varying needs of the learners and to give solutions

to reading problems of the pupils. These models include STAR Collection, Reading

Buddy, Pull Out Approach, Teacher Nanay, DEAR (Drop Everything and Read), PERR

(Program for effective Reading and Writing), FWAW (Five Words A Week), APAD,

Word Wall and MOBSW (Master the Basic Sight Words).

IX. PLAN OF ACTIONS

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 The table shows the action plan for eliminating reading difficulties and improving the

non-reader and frustration level to instructional and independent level.

X. SUMMARY

The effects of reading strategies on the comprehension of fourth-grade students

involve various factors. Common strategies include predicting, questioning, visualizing,

summarizing, and making connections. When employed effectively, these strategies can

enhance comprehension by helping students engage with the text, monitor their

understanding, and make sense of the material.

Research suggests that explicit instruction in these strategies can improve students’

comprehension skills over time. However, the effectiveness may vary depending on factors

such as students’ prior knowledge, individual learning styles, and the context in which the

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strategies are implemented. Ongoing assessment and adjustment of teaching methods are

essential for optimizing comprehension outcomes.

XI. CONCLUSION

Reading comprehension is more than decoding shapes and figures as many teachers

and learners think. Comprehension occurs when the reader knows what skills and

strategies are necessary and appropriate for the type of text and understands how to apply

them to accomplish the reading process and reach high degree of comprehension and

retention.

As explored in the four chapters of the paper, several approaches, methods and

models have been developed by specialists to understand how the process of reading

works in order to supply the appropriate pedagogies for teaching the skill.

In spite of that most of University teachers still think that students come to university

with the necessary reading abilities to deal with highly structured and marked texts such as

literary materials. In fact, research has proved that students in most of times cannot read

just at fundamental levels let alone advanced levels in which reading becomes more

complex with content based materials.

In addition, the results obtained in the analysis of the two questionnaires confirmed

firmly that both teachers and students lack the essential requirements for reading and

processing literary texts. Teachers actually assign literary texts for reading without

considering the fundamental criteria and requirements for successful reading.

XII. RECOMMENDATIONS

1. Rule out problems at more basic levels of reading, such as phonological awareness

and decoding. Reading comprehension is likely to be difficult if a student has trouble

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 processing words in isolation. If a problem exists with phonological awareness or

decoding, target these skills before focusing on comprehension.

2. Before assigning readings, ensure that students have the proper background

knowledge to make sense of the text. Spend a few moments highlighting important

background concepts and vocabulary words.

3. Provide focus to readings, especially those that are long in length. Highlight key

points for students to look out for.

4. Consider using the following adaptation of the modified SQ3R (Survey, Question,

Read, Recite, and Review) strategy to help improve students’ reading

comprehension.

REFERENCES

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identification to intervention. Retrieved on: June 29, 2016, Retrieved from:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3079378/

Katzir Tim., Kim.Y. Wolf M., (2015), Reading fluency: the whole is more than the parts.
Annals of Dyslexia, Retrieved on: June 29, 2016, Retrieved from:
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0074061

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Lyon, Reid G., (2015), Reading Disabilities: Why Do Some Children Have Difficulty
Learning to Read? What Can Be Done About It? Retrieved on: June 29, 2016, Retrieved
from: http://www.education.gov.sk.ca/reading-difficulties-disabilities

MacInnis, Eric, 2015, Teaching Students with Reading Difficulties and Disabilities,
Retrieved on: June 29, 2016, Retrieved from:
http://www.wrightslaw.com/info/read.disability.lyon.pdf

Wolf, M., & Bowers, P. (2015), The double-deficit hypothesis for the developmental
dyslexias (Reading Disability),Retrieved on: June 29, 2016, Retrieved from:
http://www.templatezone.com/marketing2006/Temp/Carol/carol.htm

Barr. R., Sullivan, D., Blachowicz, C. & Buble, R. (2004). The Illinois snapalot of early
Lirerucy. Retrieved May 16, 2006 from, http://www.ishe.net/ilwela/reading/html/ isel him

Block, C., Gambrell, L., & Pressley, M. (Eds.). (2002). Improving comprehension instruction
rethinking research, theory, and classroom practice. San Francisco, Jossey Basa.

Block, C. & Israel, S. (2005). Reading first and beyond: The complete guide for teachers
and literacy coaches. Thousand Oaks, CA: Corwin Press.

Dake N. K., & Реасиш Р D. (nd). Effective practices for comprehension. Retrieved
December 28 infolit/trainers/comprche_strategies.pdf developing reading 28, 2005 frum,
http://www.ctap4.org

Harvey, S., & Goudvis, A. (2000). Strategies that work teaching comрливия по enhance
understanding. York, ME: Stenhouse Publishers.

State Board of Education. (2005). State district report card. Retrieved December 14, 2005
from, http://webprod.ishe.net/ereportcard/publicsite/gmReport.aspx?year =2015&code

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Interactive State Report Card (2005), bteractive state school report card. Retrieved
December 14, 2005 fmm, hupüresin.edu/School.aspaschool
480720680022002&year=2005

National Center for Education Statistics (2005). The nation’s report card sture reading
2005. Retrieved June 20, 2006 from, http://nces.ed.govcationsreportcard/pdf
2005/20064251L4.pdf

National Center for Education Statistics. (1995). Listening to children read aloud: Onal
Buens (1) 1.1 1-5. Retrieved June 26, 2006 From

National Reading Panel. (n.d.), Comprehension III teacher preparation and comprehension
strategies instruction. (Chap. 4). Retrieved December 14, 2005 from,
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XIII. APPENDIX A

Questionnaire

I. Profile

Name of Pupil: ________________________________ Age:____________

Gender:________________________

35
Nutritional Status (Put Check /):__ Severely Wasted ___ Wasted ___ Normal ___

Overweight

Family Monthly Income (Put Check /):___ 2,000 and below, ___ 2001 to 4000, ___4001

to 6000, ___6001 to 8000, 8001 to 10000, ___10001 and above

Father’s Educational Attainment (Put Check /):

___ Elementary Undergraduate, ___Elementary Graduate, ___ Secondary Undergraduate,

___Elementary Graduate, ___ Vocational/Technical Undergraduate,

___Vocational/Technical Graduate, ___ College Undergraduate, ___College Graduate,

___ Post Graduate Studies Undergraduate, ___Post Graduate Studies Graduate

Mother’s Educational Attainment (Put Check /):

___ Elementary Undergraduate, ___Elementary Graduate, ___ Secondary

Undergraduate, ___Elementary Graduate, ___ Vocational/Technical Undergraduate,

___Vocational/Technical Graduate, ___ College Undergraduate, ___College Graduate,

___ Post Graduate Studies Undergraduate, ___Post Graduate Studies Graduate

II. Reading Level

Reading Level: _____________________________

III. Reasons for Reading Disability

Reading Disability Check (/)if

Pupil’s Perspective you

36
 experience

this

I. Phonological and Phonemic Awareness

1. I don't know any words that rhyme with cat.

2. What do you mean when you say, "What sounds are in the

word brush?"

3. I'm not sure how many syllables are in my name.

4. I don't know what sounds are the same in bit and hit.

II. Word Decoding and Phonics

1. I just seem to get stuck when I try to read a lot of the words in

this chapter.

2. Figuring out the words takes so much of my energy, I can't even

think about what it means.

3. I don't know how to sound out these words.

4. I know my letters and sounds, but I just can't read words on a

page.

III. Vocabulary

1. I heard my friend tell what happened in the movie but I didn't

really understand what he said about it.

2. I feel like I just use the same words over and over again in my

writing.

3. I don't like to read on my own because I don't understand lots

of the words in the book.

IV. Fluency

37
 1. I just seem to get stuck when I try to read a lot of the words in

this chapter.

2. It takes me so long to read something.

3. Reading through this book takes so much of my energy, I

can't even think about what it means.

V. Comprehension

1. It takes me so long to read something. It's hard to follow along

with everything going on.

2. I didn't really get what that book was about.

3. Why did that character do that? I just don't get it!

4. I'm not sure what the most important parts of the book were.

5. I couldn't really create an image in my head of what was going

on.

VI. Other Sources of Reading Disability

1. I have difficulty hearing others

2. I have difficulty talking with others

3. I can’t remember what other says

4. I can’t focus on what I should read

Reading Disability Check (/)if the

Teacher’s Perspective pupil have

this

I. Phonological and Phonemic Awareness

 She doesn't correctly complete blending activities; for

example, put together sounds /k/ /i/ /ck/ to make the word

38
 kick.

 He doesn't correctly complete phoneme substitution activities;

for example, change the /m/ in mate to /cr/ in order to make

crate

 He has a hard time telling how many syllables there are in the

word paper.

 He has difficulty with rhyming, syllabication, or spelling a new

word by its sound.

II. Word Decoding and Phonics

1. She has difficulty matching sounds and letters, which can affect

reading and spelling.

2. She decodes in a very labored manner.

3. He has trouble reading and spelling phonetically.

4. She has a high degree of difficulty with phonics patterns and

activities.

5. He guesses at words based on the first letter or two.

6. Even though I taught several short vowel sounds (or other letter

sounds or patterns), the corresponding letters are not showing

up in his writing samples.

7. Even though I taught certain letter patterns, she isn't able to

recognize them when reading words.

III. Vocabulary

1. She's unable to tell about her day in a way that makes sense.

2. She misuses common words.

3. He doesn't link words from a book to similar words from

39
 another book or from real life.

4. He's often not able to find the right word to describe

something.

5. She has questions about a lot of word meanings in a grade

appropriate text.

6. He seems to have a weak vocabulary.

7. She is not able to make connections among words in various

texts.

IV. Fluency

1. He knows how to read words but seems to take a long time to

read a short book or passage silently.

2. She reads a book with no expression.

3. He stumbles a lot and loses his place when reading

something aloud.

4. She reads aloud very slowly.

5. She moves her mouth when reading silently (sub vocalizing).

6. Her results on words-correct-per-minute assessments are

below grade level or targeted benchmark.

7. She has difficulty and grows frustrated when reading aloud,

either because of speed or accuracy.

8. She does not "chunk" words into meaningful units.

9. When reading, he doesn't pause at meaningful breaks within

sentences or paragraphs.

10. He does not read aloud with expression; that is, he does not

change his tone where appropriate.

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 V. Comprehension

14. She's not able to summarize a passage or a book.

15. He might be able to tell you what happened in a story, but

can't explain why events went the way they did.

16. She can't explain what a character's thoughts or feelings

might have been.

17. He doesn't link events in a book to similar events from another

book or from real life.

18. He doesn't link events in a book to similar events from another

book or from real life.

19. He seems to focus on the "wrong" aspect of a passage; for

example, he concentrates so much on the details that the

main idea is lost.

20. She can tell the outcome of a story, but cannot explain why

things turned out that way.

IX. APPENDIX B

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 Letter to the School Principal

Department of Education
Region X
Schools Division of Lanao del Norte
Lanipao Central School

May 15, 2024

JOSEPHINE MALAUBANG
The School Principal
Lanipao Central School

Madame:

Greetings of Peace!

I am at present conducting a proposal for a classroom based action research entitled “The
Effects of Reading Strategies at Comprehension of Grade Four Pupils in Lanipao
Central School”.

In this connection, may I be allowed to conduct the action research on your school Lanipao
Central School? Grade four pupils from the sections of Gold and Silver for the School Year
2023-2024 will be the respondents of our study.

Your favorable action on this request will be highly appreciated.

Thank you very much.
Very respectfully yours,

STUDENT-TEACHERS IN LSSTI
Researchers
Noted:

DIOSDADO A. RAMIL
Department Head

Approved by
JOSEPHINE A. MALAUBANG
School Principal
Lanipao Central School

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